Sentences with phrase «teachers within these schools made»

Not exact matches

«If the proposal for License to Practise signals a commitment by a future Labour Government to restore qualified teacher status (QTS) as a requirement for all teachers in state funded schools, to introduce, within a national framework of pay and conditions of service, a contractual entitlement for all teachers to continuing professional development and to re-establish a proper system of professional regulation which ensures that all headteachers have QTS and NPQH and are accredited to lead and manage schools, then this is a basis on which progress could be made.

This is possible because we will make use of a unique, pre-existing dataset in which class rosters were randomly assigned to teachers within schools.

Additionally, Spaulding sought to make the School's research faculty more visible, fostered cooperative efforts within Harvard University, and shifted some of the School's focus from teacher preparation to administrative training.

Districts hiring TFA or VIF teachers are making a trade - off between faster student growth and more stability within their schools.

Sadly, very little of that benefit cash finds its way into the pockets of the many young teachers — probably anywhere between a third and half of all teachers — who don't make a career out of teaching within the Milwaukee school system.

As importantly, it appears that existing survey - based measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the effectiveness of schools, teachers, or interventions in cultivating the development of those skills.

Public Impact, with help from teachers and others, will soon begin releasing designs that clarify how to make these changes in schools, within budget, and pay excellent teachers more for the additional children they reach.

O'Brien's goal is that his current projects, The Propeller Car Challenge and Making History, will make it into the hands and minds of every U.S middle school student and their teachers within the next two years.

«Basically, within twenty minutes I can make an expert on a topic,» boasts Davis, a teacher and all around tech - integration cheerleader at Westwood Schools, a private K - 12 college - prep academy in Camilla, Georgia.

When asked what the most valuable achievement for the school was, one teacher reported: «Making contact with local groups working with older adults, the concept is sound and we will try to develop it within the school.

Increase target women knowledge about gender issues and human rights with improvement in their skills to advocate their rights and to participate in decision making, it will also has impact the children through the work with teachers and within schools - as well as the whole community through public event community mobilization and so on.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

The unpacking process led to building teacher capacity and understanding, and the development of plain language statements that classroom teachers could use to make accurate, fair and consistent judgements about student progress and achievement within and across teams in the school.

TIMSS contains student - level data on achievement and family background and various institutional data: class - level data on teachers, and school - and country - level data on the distribution of decision - making powers within the education system.

I don't know whether that's a cause or a product of building - level autonomy or (as is often said) a correlate of having multiple teacher unions, sometimes within the same schools, but it's a fact that makes other reforms somewhat easier.

But, third, it should be made crystal clear [by the federal government] that the use of all such materials will be completely voluntary for states and, we would argue, for districts within states, schools within districts, and teachers within schools.

Within a country's educational system, the relevant institutions and policies include the ways in which a society finances and manages its schools, how a society assesses student performance, and who is empowered to make basic educational decisions, such as which curricula to follow, which teachers to hire, and what textbooks to purchase.

Missouri's pension boundaries would make it practically impossible for high - performing school districts to operate a program, run a school, or loan teachers within the Saint Louis or Kansas City boundaries, just as state pension boundaries would make it impossible for schools to effectively work across state lines.

He said: «Our review is about ensuring schools deliver the best outcomes for children and young people, with teachers empowered to make decisions about learning within schools, supported by parents and the local community.

Commenting on the letter, Russell Hobby, general secretary of the National Association of Head Teachers (NAHT) said: «We have long campaigned to make PSHE a statutory subject in our schools, and welcome further calls from prominent voices within parliament.

Whilst teaching pupils provides rewards, teachers also require ongoing support from within the school in order to motivate and involve them in further learning, which in turn sustains learning within the classroom to make it engaging and exciting for the pupils.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

A recruitment process for new teachers that is much less effective than it might be does not result in the school district losing students or revenue, at least not within a time span or through a series of events that would make the connection discernible.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

With so many unmanageable and unpredictable variables, whole - school reform will always be tenuous, because it attempts to simply glide by many of the institutional constraints — the variety of programs operating within a school, all with different goals; the requirements of the administrators» and teacher unions» contracts — that make large - scale change so tortuous.

The purposes of the observations were to gain an understanding of the instructional activities in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various district and building interviewees about the teaching and learning conditions in the school; and provide a basis for discussion during the teacher interviews that would follow the observations.

Further, it provides an overview of ways in which classroom teachers, teacher leaders, reading specialists, principals, and former instructional coaches can take on roles to provide professional development, foster teacher collaboration, and initiate data - based decision making within schools.

With observed teachers, the focus was on specific activities during the lessons; general approaches to pedagogy; the role of the principal as well as other leaders within the school, district, and state on pedagogy; curricular and pedagogical decision making in the school; professional development; and student learning.

Experienced practitioners suggested that teacher leaders make the most of the existing structures, routines, and practices already in place within a school to shape their teacher leader work.

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

This program allows for public schools to develop innovative plans allowing them to suspend DOE and union rules to make changes within three categories: teacher evaluation rubrics, school day schedules (lengthen school days), and class size (smaller class sizes).

This project involves students» mapping of their learning environments and collaboration within networks of students, family - whānau, teachers and school leaders to make positive changes.

«Over 60 percent of teachers teach within 20 miles of where they went to high school, which makes it vital for every community to invest in growing their own great teachers today.

«Decisions have not been made, but what you may well find is there are fewer support staff within schools and therefore teachers are standing at a photocopier rather than in the classroom,» said Cunning.

Provided it is made clear to people that the subscription is for personnel employed within the named school and materials for the sole use within the school, it is surprising how teachers and additional adults, when given permission to explore for themselves, find things that result in fantastic outcomes!

Improving schools from within: teachers, parents, and principals can make the difference.

With Opportunity Culture models, schools can extend the reach of excellent teachers and the teams they lead to more students, for more pay, within budget (not temporary grants)-- making significant pay increases possible for all teachers.

It turns out that, while some teachers moved within a state, not many were willing to cross the border: On average, just 0.07 percent of Oregon teachers made a switch into Washington schools, and just 0.03 percent of Washington teachers made the reverse switch.

It makes sense for communities to look within to nurture their teaching workforce; more than 60 percent of U.S. teachers work within 20 miles of where they went to high school (Reininger, 2012).

We recruit talented college graduates and career changers that have the WILL and DESIRE to transform urban education through teaching; and provide them with the tailored preparation and training new teachers need to make an immediate impact within urban schools and urban classrooms.

Jean Stiles, principal of Jasper Place High School in Edmonton, Alberta, Canada, shares how she created conditions within her diverse school for teachers to take ownership of their teaching practice, pursue their own professional learning and, most important, make the necessary decisions about what approach was best for their students» leaSchool in Edmonton, Alberta, Canada, shares how she created conditions within her diverse school for teachers to take ownership of their teaching practice, pursue their own professional learning and, most important, make the necessary decisions about what approach was best for their students» leaschool for teachers to take ownership of their teaching practice, pursue their own professional learning and, most important, make the necessary decisions about what approach was best for their students» learning.

When education insiders pick apart the factors that make a school successful, there's often a lot of conversation about academic rigor, resources, quality of teachers and even, in some cases, the socioeconomic makeup of the students within the school.

This webinar, presented by TERC's Using Data facilitators, suggests realistic strategies for making time for teacher collaboration within the school day.

In general, the de facto curriculum in the American school is defined by the textbooks that are used and by the selections within them that are made according to the tastes and beliefs of individual teachers.

During the election campaign, the Conservatives said they would make it easier for head teachers to maintain discipline and good behaviour within schools.

Project L.I.F.T. schools within the Charlotte - Mecklenburg School (CMS) District have a new way to train teachers to make academic success happen in the classrooms.

A recent Hope Street Teacher Fellowship and participation on a Bill and Melinda Gates Foundation teaching advisory panel made Hottman aware that teachers need to connect both within and across schools, districts and states.

Research consistently shows that, within schools, the quality of the teacher makes the biggest impact on student success.

Teachers of color make up 27.6 percent of the charter school teaching population, compared with 16 percent within district schools.51 For example, Uncommon Schools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrschools.51 For example, Uncommon Schools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrSchools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrooms.53

While people of color make up more than one - third of the labor force, 11 less than 20 percent of teachers identify as people of color.12 Recruitment is essential to ensure that highly qualified candidates consider a career in teaching, as well as to combat current diversity disparities in today's schools and within the teaching profession.